WEEK OF SEPTEMBER 2, 2019
Welcome to the 2019-2020 School Year!
Important notes:
Welcome to the 2019-2020 School Year!
Important notes:
- Welcome, Families, to Mrs. Looney's Class website. This website is intended to help students, parents, and support teachers review the content, skills, and activities that are being taught in our classes. Most of the handouts from class can be downloaded from the classwork and homework session of the day. (I am not permitted to upload copyrighted material.) Several of our graphic organizers and resources can be found on this page.
- PLEASE let me know if there is something that is confusing or something that I can clarify for you. Emailing me is the best way to get in touch with me. llooney@sciocsd.org
- Students will need to bring their AGENDA BINDER to class each day. Many important documents will be handed out in class. It is pertinent that each student put forth much effort to be organized. Please be sure that you also have your homework and classwork, agenda, sharpened pencils, highlighters, writing/social studies notebook, and social studies textbook (sixth grade social studies class only), and social studies magazines (fifth grade writing and social studies classes only).
- Completed homework is to be placed in the appropriate homework file. DO NOT HAND YOUR HOMEWORK TO MRS. LOONEY. DO NOT GIVE HOMEWORK TO THE STUDENT TEACHER OR TO A SUB. DO NOT PLACE HOMEWORK ON MRS. LOONEY'S DESK. DO NOT PLACE HOMEWORK BY MRS. LOONEY'S COMPUTER. Please place completed homework in the homework file. Thank you! Mrs. Looney has close to 50 students and it is hard to keep track of 50 students' work if it is not placed in the homework file.
- Please be aware that each student has the opportunity to make corrections and revisions to homework, projects, essays, and tests to increase your average. Extra credit is always available. Check the homepage of Mrs. Looney's website for extra credit ideas.
- Students are always welcome to join Mrs. Looney in our classroom during study halls for questions, guidance, and extra help. Mrs. Looney highly encourages students with missing assignments to come to Mrs. Looney's room during study halls for assistance until all work is caught up. If you have been absent from class for any reason, it is a good idea to join Mrs. Looney for study hall to find out what instruction was missed in your absence.
- If students have lost worksheets, directions, etc., it is up to the student to borrow a copy of the assignment and write out the worksheet. It is too expensive for the district to keep making copies for students who do not place their packets, handouts, or assignments in the metal rings of their binders. Mrs. Looney gives plenty of time at the end of each class for students to place their handouts in the metal rings of their binders. It is each student's responsibility to put their materials in the metal rings of their binder after each class.
- Request: I am asking that each parent sign his or her child's agenda every day, Monday through Friday. It is your child's responsibility to bring you the agenda opened to the appropriate page with a pen in hand to make your task easier. Thank you for your support in this endeavor. 100 extra credit points will be given twice each quarter for agendas that are signed by a parent or guardian, Monday-Friday. Random weeks will be selected for the extra credit to be earned.
- Students and parents are highly encouraged to check the PowerSchool Gradebook each day to check grades as well as what assignments are late and what assignments are forthcoming. Each student received their PowerSchool Gradebook username and password in the black folder that was handed out before school started. This PowerSchool Gradebook username and password will also be stapled into each student's agenda. It will also be written on the front page of each student's agenda.
- Thank you for your support in this joint effort. Let's have a fantastic school year!
WEEK OF SEPTEMBER 2, 2019:
Welcome! I am so glad to have you in our class!
Please read the following documents, sign, and return to school:
Homework due Thursday, Friday, and Monday, September 5, 6, and 7, 2019: Please have your parents fill out all of the required documents (see below). Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Writing and Social Studies Classwork, Wednesday, Thursday, and Friday, September 4, 5, and 6, 2019: First week of school! Welcome!
1) Getting organized:
2) "Waving Flag":
3) The Name Game:
4) Coat of Arms
5) Brainstorm Lists:
Please read the following documents, sign, and return to school:
Welcome! I am so glad to have you in our class!
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- Pink Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out on Monday. Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
Homework due Thursday, Friday, and Monday, September 5, 6, and 7, 2019: Please have your parents fill out all of the required documents (see below). Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Writing and Social Studies Classwork, Wednesday, Thursday, and Friday, September 4, 5, and 6, 2019: First week of school! Welcome!
1) Getting organized:
- We will begin the day by organizing our supplies, organizing our binders, organizing our notebooks, organizing our classroom.
- We will discuss routines, procedures, and expectations.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- Read the First Day of School Jitters.
2) "Waving Flag":
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- We will annotate the lyrics to the song. Before we annotate, we will discuss ideas of ways that we can annotate that will be beneficial to our comprehension.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- K'naan: "Wavin' Flag."
"Keinan Abdi Warsame, is a Somali Canadian poet, rapper, singer, songwriter, and instrumentalist. He rose to prominence with the success of his single "Wavin' Flag", which was chosen as Coca-Cola's promotional anthem for the 2010 FIFA World Cup. Besides hip-hop, K'naan's sound is influenced by elements of Somali music, Ethio-jazz and world music. He is also involved in various philanthropic initiatives." Taken from Wikipedia.
3) The Name Game:
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
4) Coat of Arms
- Each student will brainstorm a list of positive traits, positive character traits, positive attributes, strengths.
- Each student will pick one strength that sticks out to them.
- Mrs. Looney will type up the strength that each student chose to be displayed on the bulletin board in the hallway.
- Students will write a list of goals: activities and/or behaviors that are attainable in school, outside of school, and at home.
- Students will fill out the Coat of Arms in pencil and will get it spell-checked. Then students will go over the pencil in Sharpie.
- Students will then color the Coat of Arms in colored pencil.
- These will be cut out and displayed on the bulletin board in the hallway.
5) Brainstorm Lists:
- Each student will brainstorm and write a list of positive traits, positive character traits, positive attributes, strengths. Students will write at least 10 bullets strengths.
- Students will write a list of goals: activities and/or behaviors that are attainable in school, outside of school, and at home. Students will write at least 10 bullets of goals.
- Students will brainstorm and write a list of Ways that We Can Help Our Team (our class). Students will write at least 10 bullets of ideas of how we can help each other succeed.
- Any student that writes 18-20 bullets for each list will get extra credit points.
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- Pink Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out on Monday. Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
WEEK OF SEPTEMBER 9, 2019:
Welcome! I am so glad that you are in our class!
Welcome! I am so glad that you are in our class!
Homework due Wednesday and Thursday, September 10, and 11, 2019: Please have your parents fill out all of the required documents (see below). Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared! Finish annotating the lyrics to "Wavin' Flag." Complete Brainstorm List of Goals. Due Wednesday.
Writing and Social Studies Classwork, Monday and Tuesday, September 9 and 10, 2019: "Wavin' Flag," by K'Naan.
Writing and Social Studies Classwork, Monday and Tuesday, September 9 and 10, 2019: "Wavin' Flag," by K'Naan.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Mrs. Looney will read Giving Thanks: A Native American Good Morning Message written by Chief Jake Swamp.
- When and why do we celebrate Thanksgiving?
- Do we need to wait for the fourth Thursday in November to be grateful?
- Research shows, that the more we recognize things in our life that we are grateful for, the more we will be at peace.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Connect Gratitude Notebook to our themes of the year and to our brainstorm of SuperPowers and Superheroes.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Gratitude Notebook.
- Critical attributes: What does it look like? What is included in our Gratitude Notebooks? What are the expecations?
- Concept Development:
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the words to a the song "Wavin' Flag."
- Students will compare the theme and importance of the song to our theme of Superheroes.
- Students will create a list of themes found in the song "Wavin' Flag."
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Miss Strong will introduce herself to the class. She will share a PowerPoint about her goals and interests.
- Students will receive their usernames and passwords for the PowerSchool GradeBook. This will be written in their agendas. A copy will also be in their agenda binder to take home and to keep at home. Mrs. Looney will model how to use the GradeBook.
- Mrs. Looney will explain the importance and procedures of the Gratitude Notebook.
- Mrs. Looney will demonstrate on the SmartBoard examples and ways to utilize the Gratitude Notebook.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- In order to reach our individual goals, we will need to work as a team.
- We will make a list of all the things we can do to work together as a team in order to make our school year fantastic.
- Culture: the knowledge, beliefs, customs, and values of a group of people.
- Society: a community of people who share a common culture.
- In social studies this year, we will be learning about different cultures and societies. In our classroom, in our school, in our Scio community we are part of a society. We have our own culture. This culture consists of values and rules that guide us. In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year possible.
- After we determine how we can help each other, we will brainstorm a list of goals that we want to accomplish over the next few months and over the school year. We will add the smaller goals and strategies to this list. Students will fill up an entire page in their notebooks.
- One a strip of paper, each student will write down one goal that we can strive to reach to help each other as a team. These goals will be added to a poster that will hang in the classroom.
- In celebration of the wonderful first few days that we have had together, we will watch and listen to an inspiring song written by K'naan called "Wave Your Flag." As a class we will discuss what a theme is. We will brainstorm a list of themes that we can infer from this song and the lyrics.
- As a class we will discuss the meaning of annotation.
- We will come up with a list of reasons when and why we annotate.
- We will brainstorm ideas as to what symbols we can use while we annotate.
- Mrs. Looney will model how to annotate by using the lyrics to "Wavin' Flag." See above for lyrics.
- Students will annotate the remainder of the lyrics.
- As a class, we will discuss how we annotated and what we annotated.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- If there is time remaining, Mrs. Looney will read Whoever You Are by Mem Fox.
- Independent Practice:
- The students will complete Brainstorm List of Goals. Due Wednesday.
Natasha Bedingfield: "Unwritten."
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track "Unwritten"..." Taken from Wikipedia.
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track "Unwritten"..." Taken from Wikipedia.
Expectations Contract:
RESOURCES:
Please scroll down to find several documents that will help you in writing class and in social studies class.
Please scroll down to find several documents that will help you in writing class and in social studies class.
Allow me to introduce myself...
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Moving Up Letter:
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Hopes for the summer letter:
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Parent Forms List: Please read, sign, and return to school.
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Mrs. Looney's Class Expectations:
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Fifth and Sixth Grade Supply List: 2017-2018
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Homework Letter to Parents
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Student Grades Letter
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Assignment Checklist
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RACE Graphic Organizer:
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"What does the text SAY?" Writing Prompt:
"What does the author MEAN?" Writing Prompt:
"Why does it MATTER?" Writing Prompt:
Blank Rubric Template:
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Essay Outline:
Essay Checklist:
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Editing with COPS:
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COPS Editing Checklist:
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Revising with ARMS:
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"Parting is such sweet sorrow..." William Shakespeare
End-of-the-Year Letter
End-of-the-Year Letter
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PARENT/TEACHER CONFERENCE FORMS:
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Videos and Music:
-K'naan: "Wavin' Flag."
"Keinan Abdi Warsame, is a Somali Canadian poet, rapper, singer, songwriter, and instrumentalist. He rose to prominence with the success of his single "Wavin' Flag", which was chosen as Coca-Cola's promotional anthem for the 2010 FIFA World Cup. Besides hip-hop, K'naan's sound is influenced by elements of Somali music, Ethio-jazz and world music. He is also involved in various philanthropic initiatives." Taken from Wikipedia.
"Keinan Abdi Warsame, is a Somali Canadian poet, rapper, singer, songwriter, and instrumentalist. He rose to prominence with the success of his single "Wavin' Flag", which was chosen as Coca-Cola's promotional anthem for the 2010 FIFA World Cup. Besides hip-hop, K'naan's sound is influenced by elements of Somali music, Ethio-jazz and world music. He is also involved in various philanthropic initiatives." Taken from Wikipedia.
-Natasha Bedingfield: "Unwritten."
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track "Unwritten"..." Taken from Wikipedia.
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track "Unwritten"..." Taken from Wikipedia.
Websites:
Poetry:
http://www.poetryfoundation.org/bio/langston-hughes
Quotes:
https://www.goodreads.com/quotes
www.brainyquote.com
Grammar Girl: http://www.quickanddirtytips.com/grammar-girl
"Your friendly guide to the world of grammar, punctuation, usage, and fun developments in the English language." Mignon Fogarty
This is one of Mrs. Looney's favorite websites! I hope you learn as much from it as Mrs. Looney does.
Poetry:
http://www.poetryfoundation.org/bio/langston-hughes
Quotes:
https://www.goodreads.com/quotes
www.brainyquote.com
Grammar Girl: http://www.quickanddirtytips.com/grammar-girl
"Your friendly guide to the world of grammar, punctuation, usage, and fun developments in the English language." Mignon Fogarty
This is one of Mrs. Looney's favorite websites! I hope you learn as much from it as Mrs. Looney does.
OWL Purdue Writing Lab: https://owl.english.purdue.edu/
This website is a great resource for parents to help students with their writing.
This website is a great resource for parents to help students with their writing.
The OWL at Purdue and Purdue University:
Found on the OWL website:
"The Purdue OWL offers over 200 free resources including:
Found on the OWL website:
"The Purdue OWL offers over 200 free resources including:
- Writing and Teaching Writing
- Research
- Grammar and Mechanics
- Style Guides
- ESL (English as a Second Language)
- Job Search and Professional Writing"
MISCELLANEOUS LESSONS:
DR. MARTIN LUTHER KING, JR.
Homework due day, February , 2017: None.
Classwork, day, February , 2017: Themes in the life of Dr. Martin Luther King, Jr.
Homework due day, February , 2017: None.
Classwork, day, February , 2017: Themes in the life of Dr. Martin Luther King, Jr.
- New York State Social Studies Framework:
- A. Gathering, Interpreting and Using Evidence
2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies
(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). - F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one
agrees with the other viewpoint. Consider alternate views in discussion.
5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine
the role of conflict resolution.
6. Identify situations with a global focus in which social actions are required and suggest solutions.
7. Describe the roles of people in power both historically and currently. Identify ways
that current figures can influence people’s rights and freedom.
8. Identify rights and responsibilities of citizens within societies.
- A. Gathering, Interpreting and Using Evidence
- Activate Prior Knowledge:
- Show students the introductory slide to the video.
- With a partner, students will make a prediction about what the video will be about.
- Students will also make a prediction as to what type of video this is: primary source documentary, reenactment, animation, or something else. They will circle their prediction on the Video Analysis Worksheet.
- Students will predict one theme of the video, one theme in the life of Dr. Martin Luther King, Jr.
- Students will list three character traits of Dr. Martin Luther King, Jr. before they watch the video
- Students will discuss why we will watch this video at this point in our social studies unit.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: Skill Development
- Students will analyze the video Martin's Big Words (examine carefully, breaking it into components to understand it).
- Students will identify and describe themes in the life of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will identify and describe character traits of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will describe the features of the video and how these features helped them to understand the impact Dr. Martin Luther King Jr. has made in the world.
- Students will describe an aspect of the video that showed something they hadn’t seen before, caused them to think in a new way, or helped them understand something more thoroughly than before.
- Students will compare this type of video to other documentaries that we have analyzed in the past.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- As a class we will read the questions before we watch the documentary so students will know what to look for and observe while we watch the video.
- Martin's Big Words. https://www.youtube.com/watch?v=qBKP6v3rWSI
- Mrs. Looney will periodically pause the documentary so students will have an opportunity to take short notes in the spaces provided on the worksheet.
- Students will practice taking notes while the documentary is playing, making sure that the note-taking doesn't interfere with carefully watching the film.
- While analyzing the video, students will determine if this documentary a primary source documentary, a reenactment, an animation, or something else.
- Students will write down how they can tell which type of documentary this film is.
- As a class we will discuss the features of the film that help increase our ability to learn about the topic.
- While watching the video, students will focus on this question: Nonfiction can enrich viewers in several important ways. Describe an aspect of the documentary that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.
- In pairs, students will discuss the task above (question number 3 found on the video analysis sheet).
- Dr. Martin Luther King, Jr. was driven to action by some spark. Why do you think he was willing to take these risks to stand up for what he believe in?
- Is there something that you learned about the character traits of Dr. Martin Luther King, Jr. from the video that caused you to think in a new way?
- As a class we will review the Video Analysis Rubric.
- As a class we will discuss components that we can add to our Video Analysis Rubric.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will analyze the video and write a list in bullets that answer the following task: Nonfiction can enrich viewers in several important ways. Describe an aspect of the documentary that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.
- Students will evaluate the Video Analysis Rubric and add to the rubric to reflect our growth on the ability to analyze videos.
DR. MARTIN LUTHER KING, JR.
Homework due Tuesday, February 7, 2017: None.
Classwork, Monday, February 6, 2017: Character Traits of Dr. Martin Luther King, Jr.
Homework due Tuesday, February 7, 2017: None.
Classwork, Monday, February 6, 2017: Character Traits of Dr. Martin Luther King, Jr.
- New York State Social Studies Framework:
- A. Gathering, Interpreting and Using Evidence
2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies
(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). - F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one
agrees with the other viewpoint. Consider alternate views in discussion.
5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine
the role of conflict resolution.
6. Identify situations with a global focus in which social actions are required and suggest solutions.
7. Describe the roles of people in power both historically and currently. Identify ways
that current figures can influence people’s rights and freedom.
8. Identify rights and responsibilities of citizens within societies.
- A. Gathering, Interpreting and Using Evidence
- Activate Prior Knowledge:
- Show students the introductory slide to the primary source documentary video of Dr. Martin Luther King, Jr.'s "I Have a Dream" speech.
- Students will make a prediction about what the video will be about.
- Students will also make a prediction as to what type of video this is: primary source documentary, reenactment, animation, or something else. They will circle their prediction on the Video Analysis Worksheet.
- Students will list three character traits of Dr. Martin Luther King, Jr. before they watch the video
- Students will discuss why we will watch this video at this point in our social studies unit.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: Skill Development
- Students will analyze the primary source documentary of Dr. Martin Luther King's "I Have a Dream" speech (examine carefully, breaking it into components to understand it).
- Students will identify and describe character traits of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will describe the features of the video and how these features helped them to understand the impact Dr. Martin Luther King, Jr. has made on the world.
- Students will describe an aspect of the video that showed something they hadn’t seen before, caused them to think in a new way, or helped them understand something more thoroughly than before.
- Students will compare this type of video to other documentaries that we have analyzed in the past.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- As a class we will review the Video Analysis Rubric to follow up from Friday.
- As a class we will discuss components that we can add to our Video Analysis Rubric.
- What are some characteristics that you can infer about Dr. Martin Luther King, Jr? Compare his characteristics from when he was younger to his characteristics of his during the time that he died.
- As a class we will read the questions before we watch the documentary so students will know what to look for and observe while we watch the video.
- Before we listen to King's speech and watch King deliver his speech, we will discuss the use of repetition as a powerful literary device. Students will write down at least two examples of repetition in his speech. Students will also be listening to the theme of the speech.
- As a class we will listen to Dr. Martin Luther King's speech. Dr. Martin Luther King, Jr., Five minutes of his "I Have Dream" Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- Mrs. Looney will periodically pause the documentary so students will have an opportunity to take short notes in the spaces provided on the worksheet.
- Students will practice taking notes while the documentary is playing, making sure that the note-taking doesn't interfere with carefully watching the film.
- While analyzing the video, students will determine if this documentary a primary source documentary, a reenactment, an animation, or something else.
- Students will write down how they can tell which type of documentary this film is.
- As a class we will discuss the features of the film that help increase our ability to learn about the topic.
- If time permits we will sing "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Below are some more videos that inform about Dr. Martin Luther King, Jr.'s life and values.
- To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas, Scio Tigers!
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in. AND after you log into SNAP.caboces.org, click on the Learn360 icon. ALSO, click onto BrainPop and that will log you onto BrainPop.
- (C) After you are logged into Discovery Education and Learn360, come back to this webpage to click onto the two videos found below.
- Dr. Martin Luther King, Jr. Biography. https://www.youtube.com/watch?v=OmEZGbUvW2M
- Brain Pop: Dr. Martin Luther King, Jr. https://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/
- Learn 360: Dr. Martin Luther King, Jr. http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
- Dr. Martin Luther King, Jr., Five minutes of his I Have Dream Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- Students will http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
- Independent Practice:
- In pairs, students will make a list of the character traits of Dr. Martin Luther King, Jr.
- Students will write one sentence that describes one way that there thinking has changed after watching Dr. Martin Luther King, Jr.'s speech.
Homework due: None.
Classwork:
Classwork:
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list. We will also look for similes.
- Students will review the fact that hyperboles are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- Thursday: We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- Friday: We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
Homework due: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork: Substitute teacher.
Classwork: Substitute teacher.
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
Homework Due Tuesday, Wednesday: None.
Classwork: Monday, Tuesday, April 9, and 10: Attending to Details in Multi-Media.
- Students will read along as Mrs. Looney reads the two texts about the two wolves ( found below).
- After Mrs. Looney reads the text, students will annotate the articles. Circle words that you have questions about, write questions in the margins, write down the main idea and theme on the bottom of the page.
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will read the stories again while thinking about the similarities and differences of the two versions of the story.
- Students will compare and contrast the two versions of the story. Students will highlight the parts of the story that are similar and other parts that are different.
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- What ideas stand out to me as I view the PowerPoint video?
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart in their social studies notebook.
- Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed?"
TEXTS: "Two Wolves, a Cherokee Legend"
native.american.legend.two.wolves.pdf
Download File
native.american.legend.two.wolves.docx
Download File
Homework due Friday, April 13, 2018: None.
Classwork, Wednesday, Thursday, and Friday, April 11, 12, and 13, 2018: New York State ELA Assessment.
Homework due: "How to Eat an OREO Cookie" Essay due on Monday.
Classwork: “How to Eat an OREO Cookie”
Classwork: “How to Eat an OREO Cookie”
- As students enjoy the delicious taste of the one and only Oreo cookie, we will list adjectives that come to mind.
- We will generate a class list of these adjectives.
- We will then generate a list of verbs that we could use instead of "eat.
- Students will be given one more cookie to enjoy as they write their essay.
- Students will write an essay describing the steps taken of how to eat an OREO cookie.
- Students will write at least 5 paragraphs.
Homework due: .
Classwork: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend": Text files found in the Writing Dream Unit.
Homework due day, January:
Classwork, January:
"Kids Who Make a Difference": Compare and Contrast Essay
Directions:
Classwork: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed?"
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend": Text files found in the Writing Dream Unit.
Homework due day, January:
Classwork, January:
"Kids Who Make a Difference": Compare and Contrast Essay
Directions:
- Read the three texts that are included in your packet, pages 13-15.
- Three texts, pages 13-15:
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
- Write an essay comparing and contrasting the lives of Janine Licare, Craig Kielburger, and Ryan Hreljac.
- Be sure that you choose meaningful similarities and differences. Think hard. Dig deep to find meaningful similarities and differences.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make).
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format (found in your packet) to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due tomorrow on loose-leaf.
- This is for a grade.
- "Kids Who Make a Difference" three texts, pages 13-15:
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
- "Kids Who Make a Difference" Compare and Contrast Essay Directions:
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Homework due day, January , 201:
Classwork, day, January , 201:
Challenges that Children Face: Comparing Themes Essay
Directions:
Challenges that Children Face: Comparing Themes Essay Directions:
Classwork, day, January , 201:
Challenges that Children Face: Comparing Themes Essay
Directions:
- Read the two texts that are included in your packet, pages 34-39.
- Two Texts, pages 34-39:
- Write an essay comparing a similar theme found in both articles.
- Theme: a recurring idea or subject.
- Be sure that you choose meaningful similarities found within the theme. Think hard. Dig deep to find meaningful similarities.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make about the theme).
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make about the theme).
- Use the RACE format (found in your packet) to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due tomorrow on loose-leaf.
Challenges that Children Face: Comparing Themes Essay Directions:
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Summer Writing 2016
Summer Writing!!!
EXTRA CREDIT!!!
Be sure to write over the summer! Bring in what you have written over the summer during the first week of school in September and you will receive 100 Extra Credit Points! What a great way to start the new school year!
Click on the Summer Writing document for awesome ideas.
Summer Writing!!!
EXTRA CREDIT!!!
Be sure to write over the summer! Bring in what you have written over the summer during the first week of school in September and you will receive 100 Extra Credit Points! What a great way to start the new school year!
Click on the Summer Writing document for awesome ideas.
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Homework due Tuesday, November 1, 2016: Student were given the "Creative Writing" assignment on Friday. I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night. They have two class periods to work on this. If they aren't talking or fooling around there is not reason why they can't get this done in class. It is due on Tuesday, November 1.
Classwork, Monday, October 31, 2016: There will be a substitute teacher.
Creative Writing:
Classwork, Monday, October 31, 2016: There will be a substitute teacher.
- Student were given the "Creative Writing" assignment on Friday.
- I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night.
- They have two class periods to work on this.
- If they aren't talking or fooling around there is no reason why they can't get this done in class.
- It is due on Tuesday, November 1.
- Directions:
- Write a creative essay on a topic of your choice.
- This is a time to be creative and enjoy your time writing.
- You may choose one or two topics from the list.
- Be sure to include an introduction that has a strong hook.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper or write in your notebook.
- If you choose to write in your writing notebook, be sure to write at least four pages.
- You will have the entire writing period and the entire social studies period to enjoy your writing.
- Anyone who is fooling around, whispering, laughing, talking, or not writing silently will be given a different assignment to complete.
-
Ideas for Writing Topics: Students may choose any topic or idea of their choice. Stories that include any violence will not be accepted. Below you will find ideas for creative writing. - Choose any two topics in your social studies text book and compare and contrast the topics. Use your RACE organizer.
- What I value most in my life
- My favorite animal: facts, traits, characteristics, why
- My favorite interests, hobbies
- Debate any two sides of an issue
- Favorite place: what 5 senses do I experience at this place
- Write a realistic fiction or nonfiction story
- Write a fantasy or hero’s journey story (no violence)
- My favorite book, my favorite movie, my favorite _______________
- Dream vacation
- Person I admire most, why
- If I could be a pair of shoes, what would it be, why
Creative Writing:
Homework Due Wednesday, Thursday, and Friday, December 17, 18, 19, 2014: None.
Classwork, Wednesday, Thursday and Friday, December 17, 18, 19, 2014:
Classwork, Wednesday, Thursday and Friday, December 17, 18, 19, 2014:
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list. We will also look for similes.
- Students will review the fact that hyperboles are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- Thursday: We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- Friday: We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
On Tuesday, we will create a Gratitude Notebook that you may use at home. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday, , 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: Spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Monday, , 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: Spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework Due Tuesday, Wednesday: None.
Classwork: Monday, Tuesday, April 9, and 10: Attending to Details in Multi-Media.
TEXTS: "Two Wolves, a Cherokee Legend"
native.american.legend.two.wolves.pdf
Download File
native.american.legend.two.wolves.docx
Download File
Homework due Friday, April 13, 2018: None.
Classwork, Wednesday, Thursday, and Friday, April 11, 12, and 13, 2018: New York State ELA Assessment.
Classwork: Monday, Tuesday, April 9, and 10: Attending to Details in Multi-Media.
- Students will read along as Mrs. Looney reads the two texts about the two wolves ( found below).
- After Mrs. Looney reads the text, students will annotate the articles. Circle words that you have questions about, write questions in the margins, write down the main idea and theme on the bottom of the page.
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will read the stories again while thinking about the similarities and differences of the two versions of the story.
- Students will compare and contrast the two versions of the story. Students will highlight the parts of the story that are similar and other parts that are different.
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- What ideas stand out to me as I view the PowerPoint video?
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart in their social studies notebook.
- Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed?"
TEXTS: "Two Wolves, a Cherokee Legend"
native.american.legend.two.wolves.pdf
Download File
native.american.legend.two.wolves.docx
Download File
Homework due Friday, April 13, 2018: None.
Classwork, Wednesday, Thursday, and Friday, April 11, 12, and 13, 2018: New York State ELA Assessment.
Due Monday, : Homework: Complete t-chart on loose-leaf.
Classwork: Friday, January 10, 2014
Activity 4: Attending to Details in Multi-media.
Guiding questions: "What is this text mainly about? What ideas stand out to me as I view the video?"
Classwork: Monday and Tuesday, January 13, and 14, 2014. Homework, Tuesday, January 14, 2014: Using the notes and questions that you gleaned from the websites, begin your comic strip. Bring the work that you have completed to school on Tuesday so you can work on the comic strip in school on Tuesday.
Activity 5: Independent Reading/Research.
Living With Wolves, Jim and Jamie Dutcher, http://www.livingwithwolves.org/index2.html
Lobos of the South West, Mexican Wolves.org, http://www.mexicanwolves.org/index.php/about-wolves
Students will complete the following questions on loose-leaf:
Due Tuesday, January 21, 2014: Homework: Organized Binder
binder.organization.part1.pdfDownload File binder.organization.part1.docDownload File Due Tuesday, January 21, 2014: Homework: Organized Binder. See above.
Classwork: Wednesday, January 15, 2014
Announcement: Hear ye! Hear ye! Come one, come all to the Fifth and Sixth Grade Poetry Club. Every Tuesday during lunch time in Mrs. Looney's room. Bring your favorite journal or notebook. Bring your favorite poem.
Review:
PART 2 Objective: "Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts."
Activity 1: How Skillful Readers Approach Texts.
Classwork: Tuesday, January 21, 2014
Activity 2B: Approaching a New Text, part 2.
Due Wednesday, January 22, 2014. To be completed in class. Homework: None.
Classwork: Students will complete a writing assignment after reading "Q&A: Researcher explains options for near-extinct Isle Royale wolves," Tom Crann · ST. PAUL, Minn. · Mar 16, 2012. http://www.mprnews.org/story/2012/03/16/rolf-peterson-isle-royale-wolves-q-and-a.
Directions:
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give at several examples from the text as your evidence to support your inference/claim.
-Use statements such as, “I know this because in paragraph ____it states,…”
-Write a conclusion.
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-interesting word choice
writing_sheet1.pdfDownload File writing.rubric.2013.xlsxDownload File Classwork: Friday, January 24, 2014
Homework due Friday, January 24, 2014: NONE.
Homework due Monday, January 27, 2014: NONE.
Summary of "The Wolf You Feed" unit:
Homework Due day, May , 2014:
Classwork day, May , 2014:
Homework Due day, May , 2014:
Classwork day, May , 2014:
Homework Due day, May , 2014:
Classwork day, May , 2014:
Homework Due day, May , 2014:
Classwork day, May , 2014:
Be sure to continue with the Reading Closely Part two: Activity 2: Approaching a new text. Activity 3, Analyzing Text with Text-specific questions, etc.
Classwork: Friday, January 10, 2014
Activity 4: Attending to Details in Multi-media.
Guiding questions: "What is this text mainly about? What ideas stand out to me as I view the video?"
- Go over the captions that were written for homework after analyzing the photos in text #1.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view Text #3,
Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA. - "Students will think about a guiding question...as they watch the video."
- The guiding question is, "What information or ideas does this text present?"
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details and questions sequentially in the first column.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important in the second column.
- Write a few sentences explaining what has been learned from the video.
- Students will use the Reading Closely Checklist to reflect on what has been learned and to self-assess their ability read closely.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
Classwork: Monday and Tuesday, January 13, and 14, 2014. Homework, Tuesday, January 14, 2014: Using the notes and questions that you gleaned from the websites, begin your comic strip. Bring the work that you have completed to school on Tuesday so you can work on the comic strip in school on Tuesday.
Activity 5: Independent Reading/Research.
- "Students will use guiding questions to independently explore a multi-media website."
- Students will use MacBooks to complete this assignment.
Living With Wolves, Jim and Jamie Dutcher, http://www.livingwithwolves.org/index2.html
Lobos of the South West, Mexican Wolves.org, http://www.mexicanwolves.org/index.php/about-wolves
Students will complete the following questions on loose-leaf:
- Write the name of each website on a separate side of loose-leaf.
- Make a list of specific text-based questions as you analyze the two websites and write the questions on loose-leaf.
- You will also list facts and information that you have gleaned from the websites.
- "What do I learn about the topic as I explore the website?"
- "What interesting details, examples, or ideas can I find that relate to the other texts we are studying?" Make a list of these details, examples, and ideas as you analyze the two websites and write them on loose-leaf.
- How have my ideas of wolves changed this week?
- What have I learned about wolves this week?
- Using colorful drawings, draw a comic strip with captions that explains the answers to the following questions:
-What have I learned about wolves this week? How have my ideas of wolves changed this week? - Be sure to use your notebook and binder to give exact details from the text as you create your comic strip.
Due Tuesday, January 21, 2014: Homework: Organized Binder
binder.organization.part1.pdfDownload File binder.organization.part1.docDownload File Due Tuesday, January 21, 2014: Homework: Organized Binder. See above.
Classwork: Wednesday, January 15, 2014
Announcement: Hear ye! Hear ye! Come one, come all to the Fifth and Sixth Grade Poetry Club. Every Tuesday during lunch time in Mrs. Looney's room. Bring your favorite journal or notebook. Bring your favorite poem.
Review:
- As a class we will go over the fascinating facts that we found on the websites.
- In partners, students will fill out the Reading Closely for Details Checklist sections I. APPROACHING TEXTS, AND II. QUESTIONING TEXTS.
PART 2 Objective: "Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts."
Activity 1: How Skillful Readers Approach Texts.
- The teacher will model how to use the Questioning Text worksheet.
- Then the students will examine Text #2 while utilizing the Questioning Text Worksheet.
- Students will complete the Questioning Text worksheet in pairs.
- While working in pairs, students will "select one or two questions to focus on from the Guiding Questions Handout."
- In pairs, students will read through the text trying to find answers to their guiding question.
- Guiding each other, students will annotate the text in the margins of the article.
- After reading the text, students will write a new higher level thinking question.
- *****"The key skill to work on is having students frame a good, text-specific question that e merges after students have used the guiding question to identify important information in the text."
- The documents are found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents
- The documents are found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents.
Classwork: Tuesday, January 21, 2014
Activity 2B: Approaching a New Text, part 2.
- Students will listen to the audio "Q&A: Researcher explains options for near-extinct Isle Royale wolves," Tom Crann · ST. PAUL, Minn. · Mar 16, 2012. http://www.mprnews.org/story/2012/03/16/rolf-peterson-isle-royale-wolves-q-and-a
- As students listen to the article for the first time, they will read along and get the "gist" of the article, paying attention to the "flow."
- As students listen to the article, they will pay attention to the author's message, tone, and use of language.
- As students listen to the article as they read along, they will annotate in the margins of the text using the Text Codes handout.
- In pairs, students will decide on a Guiding Question. They will use the Guiding Questions Handout to help form their questions.
- Students will listen to the article individually and answer their guiding question.
- After the article is listened to at least once, students will come up with a question pertaining to the text and answer their question. See below for an example.
- Question: "What are some of the challenges faced by the wolves on the Isle Royale National Park?"
- Question: "I wonder what I would do if I were the scientist who has to decide whether or not to intervene in this situation on Isle Royale?"
- Students will complete the Questioning Texts Worksheet.
- The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents
Due Wednesday, January 22, 2014. To be completed in class. Homework: None.
Classwork: Students will complete a writing assignment after reading "Q&A: Researcher explains options for near-extinct Isle Royale wolves," Tom Crann · ST. PAUL, Minn. · Mar 16, 2012. http://www.mprnews.org/story/2012/03/16/rolf-peterson-isle-royale-wolves-q-and-a.
Directions:
- Read text #5A, “Q&A: Researcher Explains Options for Near-extinct Isle Royale Wolves.”
- The Isle Royale wolves may be on the verge of extinction. Scientists have been discussing whether or not to intervene with nature and rescue the wolf population now or restore the population after extinction. What do you think should be done? What are some of the challenges facing the wolf population on Isle Royale National Park? Write an essay that states several of the challenges faced by the wolves and whether or not you think scientists should intervene and save the wolves on Isle Royale National Park from extinction.
- In the introduction to your essay, write a claim stating what you think should be done.
- Be sure to list challenges that the wolves are facing on the island and whether or not you think that the scientists should intervene with those challenges.
- List evidence from the text to support your inference/claim.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- In your writing, make sure you:
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give at several examples from the text as your evidence to support your inference/claim.
-Use statements such as, “I know this because in paragraph ____it states,…”
-Write a conclusion.
- Check your writing for:
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-interesting word choice
- See the rubric for more details of expectations
writing_sheet1.pdfDownload File writing.rubric.2013.xlsxDownload File Classwork: Friday, January 24, 2014
Homework due Friday, January 24, 2014: NONE.
Homework due Monday, January 27, 2014: NONE.
Summary of "The Wolf You Feed" unit:
- Using all of the texts that we have analyzed, in groups of two or three, students will discuss the most fascinating facts that they have learned about wolves over the past few weeks.
- Students will make a list of questions that they still have about wolves.
- In groups or pairs, students will make a poster of the reading/writing skills that they have learned thus far.
- Present to class.
Homework Due day, May , 2014:
Classwork day, May , 2014:
- Students will
Homework Due day, May , 2014:
Classwork day, May , 2014:
- Students will
Homework Due day, May , 2014:
Classwork day, May , 2014:
- Students will
Homework Due day, May , 2014:
Classwork day, May , 2014:
- Students will
Be sure to continue with the Reading Closely Part two: Activity 2: Approaching a new text. Activity 3, Analyzing Text with Text-specific questions, etc.
We will create a Gratitude Notebook that you may use at home. You will earn extra credit for filling out your Gratitude Notebook each day over the break. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday, November 23, 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break!
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning IMPORTANT homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: If possible, help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be. You will earn extra credit for filling out your GRATITUDE NOTEBOOK over break.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Monday, November 23, 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break!
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning IMPORTANT homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: If possible, help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be. You will earn extra credit for filling out your GRATITUDE NOTEBOOK over break.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
BEGINNING OF THE YEAR LESSONS:
Homework due Friday, September 14th, 2018: Ten Character Traits/Characterizations of real superheroes. Due Friday.Superhero Coat of Arms due Friday. There isn't any homework due Monday, September 17, 2018.
Classwork, Thursday and Friday, September 13th and 15th, 2018:
WEEK OF SEPTEMBER 17, 2018
Homework due Tuesday, Wednesday, and Thursday, September 18th, and 19th, and 20th, 2018: Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed in their writing notebook. See below for details.
Classwork, Monday, Tuesday, and Wednesday, September 17th, 18th, and 19th, 2018: Students will finish up writing and coloring their Superheroes Coat of Arms Shield.
Superpowers Essay:
PARAGRAPH ONE:
superpowers_essay.pdf
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superpowers_essay.docx
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Homework due Friday, and Monday, September 20th and 21st, 2018: None.
Classwork, Thursday and Friday, September 19th and 20th, 2018: Complete the beginning-of-the-year writing assessment. This assessment will be completed in class.
BEGINNING-OF-THE-YEAR WRITING ASSESSMENT DIRECTIONS:
6.boy.inference.writing.assessment.2018.pdf
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6.boy.inference.writing.assessment.2018.docx
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Homework due Friday, September 14th, 2018: Ten Character Traits/Characterizations of real superheroes. Due Friday.Superhero Coat of Arms due Friday. There isn't any homework due Monday, September 17, 2018.
Classwork, Thursday and Friday, September 13th and 15th, 2018:
WEEK OF SEPTEMBER 17, 2018
Homework due Tuesday, Wednesday, and Thursday, September 18th, and 19th, and 20th, 2018: Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed in their writing notebook. See below for details.
Classwork, Monday, Tuesday, and Wednesday, September 17th, 18th, and 19th, 2018: Students will finish up writing and coloring their Superheroes Coat of Arms Shield.
- Students will add to our class brainstorm on the posters out in the hallway. Students will refer to the lists they have made in their notebooks to contribute to the class list in the hallway. The lists in the hallway are: characteristics/character traits of superheroes, superheroes I wish to emulate, superheroes in my own life, and my own superpowers. Students will write their answers on PostIt Notes and add the PostIts to the posterboards in the hallway.
- Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Wednesday. The essay will be completed in their writing notebook.
Superpowers Essay:
PARAGRAPH ONE:
- Introduction.
- Character Traits of Superheroes
- List your superpowers.
- Write about one or two of superpowers. Give examples.
- Write about one or two more superpowers. Give examples.
- Conclusion. Restate Introduction.
superpowers_essay.pdf
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superpowers_essay.docx
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Homework due Friday, and Monday, September 20th and 21st, 2018: None.
Classwork, Thursday and Friday, September 19th and 20th, 2018: Complete the beginning-of-the-year writing assessment. This assessment will be completed in class.
BEGINNING-OF-THE-YEAR WRITING ASSESSMENT DIRECTIONS:
6.boy.inference.writing.assessment.2018.pdf
Download File
6.boy.inference.writing.assessment.2018.docx
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
racer.short.answer.rubric01.10.18.docx
Download File
Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
Download File
what.does.the.text.say.12.7.17.docx
Download File
Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
Download File
what.does.the.author.mean.12.7.17.docx
Download File
Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
Themes for the Year:
WEEK OF SEPTEMBER 3, 2019:
Welcome! I am so glad to have you in our class!
Please read the following documents, sign, and return to school:
Homework due Thursday, Friday, and Monday, September 5, 6, and 7, 2019: Please have your parents fill out all of the required documents (see below). Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, Thursday, and Friday, September 4, 5, and 6, 2019: First week of school! Welcome!
Please read the following documents, sign, and return to school:
Expectations Contract:
- All is well.
- "We are in the world to change the world." Kathe Kollowitz
- "Be the change you wish to see in the world." Mahatma Gandhi
- Dream it. Be it.
- Wave your flag!
WEEK OF SEPTEMBER 3, 2019:
Welcome! I am so glad to have you in our class!
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- Pink Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out on Monday. Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
Homework due Thursday, Friday, and Monday, September 5, 6, and 7, 2019: Please have your parents fill out all of the required documents (see below). Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, Thursday, and Friday, September 4, 5, and 6, 2019: First week of school! Welcome!
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- Pink Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out on Monday. Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
Expectations Contract:
Homework due Friday, and Monday, September 7, and 10, 2018: Please have your parents fill out all of the required documents (see above). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
Due to the Scio Central School District requirement of completing the iReady reading and math assessment, we will be spending our writing and social studies classes completing the assessment this week. There will not be any student homework this week except returning the signed paperwork. Thank you for your support.
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
Due to the Scio Central School District requirement of completing the iReady reading and math assessment, we will be spending our writing and social studies classes completing the assessment this week. There will not be any student homework this week except returning the signed paperwork. Thank you for your support.
THANKSGIVING BREAK HOMEWORK:
Please enjoy your break.
Mrs. Looney IS assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: Spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Please enjoy your break.
Mrs. Looney IS assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: Spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework Due : Complete the Questions Sheet for "Seeing the Needs of Others: Guide-Dog Puppy Raisers." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Wednesday:
test.prep.mother.earth.docx
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test.prep.guide.dog.puppy.raisers.docx
Download File
test.prep.guide.dog.puppy.raisers.pdf
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test.prep.braille.system.docx
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test.prep.mother.earth.pdf
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Homework Due Thursday, Friday, and Monday: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday:
Homework Due Monday: Students are expected to make revisions and additions to their "Challenges of a Firefighter" Essay.
Classwork, Friday: Revisions to the "Challenges of a Firefighter" Essay.
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
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challenges.firefighter.essay.docx
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Homework Due Wednesday: None.
Classwork, Tuesday:
Homework Due Friday: Complete the Questions Sheet for "The Braille System: The Language of Touch." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Thursday:
test.prep.braille.system.pdf
Download File
Homework Due Tuesday, Wednesday, Thursday, and Friday: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend":
native.american.legend.two.wolves.pdf
Download File
native.american.legend.two.wolves.docx
Download File
Due Wednesday: Homework: Complete the Questioning Texts Worksheet. (See the directions below.) This assignment is for a grade to assess how well you understand the role of questioning the texts you are analyzing- before, during, and after you read a text. I will be grading for content, grammar, punctuation, and spelling. I expect that most of the assignment will be completed in class. Bring it home to proofread.
Classwork: Tuesday
Activity 2B: Approaching a New Text, part 2.
Due Wednesday: Homework: Comic strip with captions. See below for more details.
Classwork: Monday and Tuesday: Using the notes and questions that you gleaned from the websites, begin your comic strip. Bring the work that you have completed to school on Tuesday so you can work on the comic strip in school on Tuesday.
Activity 5: Independent Reading/Research.
Living With Wolves, Jim and Jamie Dutcher, http://www.livingwithwolves.org/index2.html
Lobos of the South West, Mexican Wolves.org, http://www.mexicanwolves.org/index.php/about-wolves
Students will complete the following questions on loose-leaf:
Important:
newyork_7_american_revolution.pdf
Download File
newyork_7_american_revolution.docx
Download File
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, Wednesday:
- Complete the Questions Sheet for "Seeing the Needs of Others: Guide-Dog Puppy Raisers."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/GuideDogPuppyRaisers.pdf
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" Questions Sheet:
test.prep.mother.earth.docx
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test.prep.guide.dog.puppy.raisers.docx
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test.prep.braille.system.docx
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test.prep.mother.earth.pdf
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Homework Due Thursday, Friday, and Monday: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
Homework Due Monday: Students are expected to make revisions and additions to their "Challenges of a Firefighter" Essay.
Classwork, Friday: Revisions to the "Challenges of a Firefighter" Essay.
- Students were given back their "Challenges of a Firefighter" Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their "Challenges of a Firefighter" packet, the five articles can be downloaded from the files above.
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
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challenges.firefighter.essay.docx
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Homework Due Wednesday: None.
Classwork, Tuesday:
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Questions Sheet:
Homework Due Friday: Complete the Questions Sheet for "The Braille System: The Language of Touch." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Thursday:
- Complete the Questions Sheet for "The Braille System: The Language of Touch."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"The Braille System: The Language of Touch" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheBrailleSystem.pdf
"The Braille System: The Language of Touch" Questions Sheet:
test.prep.braille.system.pdf
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Homework Due Tuesday, Wednesday, Thursday, and Friday: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed."
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend":
native.american.legend.two.wolves.pdf
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native.american.legend.two.wolves.docx
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Due Wednesday: Homework: Complete the Questioning Texts Worksheet. (See the directions below.) This assignment is for a grade to assess how well you understand the role of questioning the texts you are analyzing- before, during, and after you read a text. I will be grading for content, grammar, punctuation, and spelling. I expect that most of the assignment will be completed in class. Bring it home to proofread.
Classwork: Tuesday
Activity 2B: Approaching a New Text, part 2.
- Students will listen to the audio "Q&A: Researcher explains options for near-extinct Isle Royale wolves," Tom Crann · ST. PAUL, Minn. · Mar 16, 2012. http://www.mprnews.org/story/2012/03/16/rolf-peterson-isle-royale-wolves-q-and-a
- As students listen to the article for the first time, they will read along and get the "gist" of the article, paying attention to the "flow."
- As students listen to the article, they will pay attention to the author's message, tone, and use of language.
- As students listen to the article as they read along, they will annotate in the margins of the text using the Text Codes handout.
- In pairs, students will decide on a Guiding Question. They will use the Guiding Questions Handout to help form their questions.
- Students will listen to the article individually and answer their guiding question.
- After the article is listened to at least once, students will come up with a question pertaining to the text and answer their question. See below for an example.
- Question: "What are some of the challenges faced by the wolves on the Isle Royale National Park?"
- Question: "I wonder what I would do if I were the scientist who has to decide whether or not to intervene in this situation on Isle Royale?"
- Students will complete the Questioning Texts Worksheet.
- The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents
Due Wednesday: Homework: Comic strip with captions. See below for more details.
Classwork: Monday and Tuesday: Using the notes and questions that you gleaned from the websites, begin your comic strip. Bring the work that you have completed to school on Tuesday so you can work on the comic strip in school on Tuesday.
Activity 5: Independent Reading/Research.
- "Students will use guiding questions to independently explore a multi-media website."
- Students will use MacBooks to complete this assignment.
Living With Wolves, Jim and Jamie Dutcher, http://www.livingwithwolves.org/index2.html
Lobos of the South West, Mexican Wolves.org, http://www.mexicanwolves.org/index.php/about-wolves
Students will complete the following questions on loose-leaf:
- Write the name of each website on a separate side of loose-leaf.
- Make a list of specific text-based questions as you analyze the two websites and write the questions on loose-leaf.
- You will also list facts and information that you have gleaned from the websites.
- "What do I learn about the topic as I explore the website?"
- "What interesting details, examples, or ideas can I find that relate to the other texts we are studying?" Make a list of these details, examples, and ideas as you analyze the two websites and write them on loose-leaf.
- How have my ideas of wolves changed this week?
- What have I learned about wolves this week?
- Using colorful drawings, draw a comic strip with captions that explains the answers to the following questions:
-What have I learned about wolves this week? How have my ideas of wolves changed this week? - Be sure to use your notebook and binder to give exact details from the text as yo
Important:
newyork_7_american_revolution.pdf
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Homework due day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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